Advanced Placement: AP participation/success included in high school accountability metrics/reporting


Advanced Placement: AP participation/success included in high school accountability metrics/reporting


This data point indicates whether data on AP course and/or exam participation or success is included in district or high school accountability metrics and/or reports.

Highlights:
  • Thirty states include AP participation and/or performance measures in district/high school accountability metrics and/or reports.
  • Two states appear not to include this information in accountability metrics or reports but to report at the state level.
This information was collected from statutes, state board regulations and state education agency Web sites and was fully updated in 2016. Please contact Jennifer Dounay Zinth at 303.299.3689 or jzinth@ecs.org with questions regarding state policies on this issue.
 

AP participation/success included in high school accountability metrics/reporting
Alabama No
Alaska No
Arizona No
Arkansas Yes, for reporting. Districts must annually report by grade level, economic status, and ethnicity: 
  • The number of students taking AP courses
  • The number taking the AP exams
  • The percent of students earning a 3, 4, or 5 on AP exams.
California Yes, for accountability and reporting. Accountability: Each district is required to adopt a local control and accountability plan that includes, for the district and for each school in the district, a description of the annual goals, for all pupils and each subgroup of pupils, to be achieved for each of the state priorities enumerated in statute, including among others, the percentage of students who have earned a ≥ 3 on an AP exam.

Reporting: School accountability report cards must include the number of AP courses offered, by subject.
Colorado Yes, for reporting. School performance reports must include information on the availability of AP, IB and honors courses.
Connecticut Yes, for accountability. One of the indicators for high school accountability is the percentage of students in grades 11 and 12 achieving a college- and career-readiness benchmark on any of the following: 
  • ≥ 3 on AP exam
  • ≥ 4 on IB exam 
  • Smarter Balanced – Level 3 or higher on both ELA and math
  • SAT – composite score of ≥ 1550
  • ACT – meeting benchmark on 3 of 4 exams.
Delaware No
District of Columbia No
Florida Yes, for accountability. In calculating a high school's school grade, a school earns up to 100 points based on the percentage of graduates from the graduation rate who were eligible to earn college and career credit through AP exams, International Baccalaureate examinations, dual enrollment courses, or Advanced International Certificate of Education examinations; or who, at any time during high school, earned national industry certification identified in the CAPE Industry Certification Funding List.

In addition, each district identified as high-performing must submit an annual report to the state board and the legislature that includes the number and percentage of students taking an AP exam, and longitudinal performance of students who take an AP exam by demographic group (specifically, age, gender, race, and Hispanic origin, and by participation in the National School Lunch Program).

A district school board may operate an innovation school of technology for the purpose of developing the innovative use of industry-leading technology while requiring high student academic achievement and accountability in exchange for flexibility and exemption from specified statutes and rules. Similarly to high-performing districts, the school district of an innovation school of technology must submit a report to the state board and legislative leadership the number and percentage of students who take an AP exam, and longitudinal performance for students who take an AP exam, organized by age, gender, and race, and for students who participate in the National School Lunch Program.

Further, the department of education must develop an evaluation method for each provider of part-time virtual instruction that includes the percentage of students taking AP exams, and percentage of students scoring ≥ 3 on an AP exam.
Georgia Yes, for accountability. The College and Career Ready Performance Index for High Schools includes indicators students may meet by AP participation and performance:
  • Percent of graduates completing a CTAE pathway, or an advanced academic pathway, or an IB Career Related Programme, or a fine arts pathway, or a world language pathway within their program of study
  • Percent of graduates entering TCSG/USG not requiring remediation or learning support courses; or scoring program ready on the Compass; or scoring at least 22 out of 36 on the composite ACT; or scoring at least 1550 out of 2400 on the combined SAT; or scoring 3 or higher on two or more AP exams; or scoring 4 or higher on two or more IB exams
  • Percent of graduates earning high school credit(s) for accelerated enrollment via ACCEL, Dual HOPE Grant, Move On When Ready, Early College, Gateway to College, AP or IB courses.
In addition, since 2008 the Georgia Department of Education has recognized AP Honor Schools. AP Honor Schools are recognized in six categories, based on AP performance during the prior school year:
  • AP Challenge Schools are schools with enrollments of 900 or fewer students and students testing in four of the core areas (English, math, science, and social studies)
  • AP Access and Support Schools are schools with at least 30 percent of their AP exams taken by students who identified themselves as African-American and/or Hispanic, and 30 percent of all AP exams earning scores of 3 or higher
  • AP Merit Schools are schools with at least 20 percent of the student population taking AP exams and at least 50 percent of all AP exams earning scores of 3 or higher
  • AP STEM Schools are schools with students testing in at least two AP math courses and two AP science courses (AP Calculus AB, AP Calculus BC, AP Statistics, AP Biology, AP Chemistry, AP Environmental Science, AP Physics B, AP Physics C, AP Computer Science)
  • AP STEM Achievement Schools are schools with students testing in at least two AP math courses and two AP science courses, and at least 40 percent of the exam scores on AP math and AP science exams earning scores of 3 or higher
  • AP Humanities Schools are schools with students testing in all of the following AP courses: at least one ELA course, two social sciences courses, one fine arts course and one world language course. 
In addition, pending ratification of an amendment to the constitution at the November 2016 general election, a local school system that has requested flexibility may operate on a waiver from state accountability requirements and enter into a performance contract with the state board. The accountability component of the contract must include at least one of the following student achievement measures, including both total scores and any needed targeted subgroups:
  • High school graduation rates
  • SAT or ACT performance
  • State standardized test data, which may include end-of-grade assessments, end-of-course assessments, or a combination thereof
  • AP or IB participation and performance.
Hawaii No
Idaho Yes, for accountability. Idaho's ESEA waiver establishes a Point Matrix for Advanced Education Opportunities (i.e., AP, IB, dual credit or Tech Prep), with varying numbers of points awarded a school based on the percentage of students completing the Advanced Opportunity with a "C" or better.
Illinois Yes, for reporting. School and district accountability report cards must include AP courses.
Indiana Yes, for accountability and reporting. Accountability: A school's college and career readiness achievement score is the product of the college and career readiness achievement rate and the state college and career readiness factor. A school's college and career readiness achievement rate is based on the percentage of students in the school's 4-year graduation cohort who accomplished any of the following:
  • Passed an AP exam with a score of 3, 4, or 5
  • Passed an IB exam with a score of 4, 5, 6, or 7
  • Earned 3 college credits via a dual credit/dual enrollment course
  • Obtained an industry-recognized credential
Reporting: Each school corporation's annual performance report must include the percentage of students taking an AP exam, and percentage scoring 3, 4, and 5 on the exam. 

In addition, the department of education must prepare an annual report on the implementation of the AP program. The report must include the pertinent details of the program, including:
  • The number of students participating in the program.
  • The number of teachers attending a summer institute offered by the College Board.
  • Recent trends in the field of advanced placement.
  • The distribution of money under this program.
  • Gender and minority participation.
  • Other pertinent matters.
Iowa No
Kansas No
Kentucky Yes, for reporting. School report cards must report, disaggregated by race, gender, disability and economic status:
  • AP courses offered
  • The number of students enrolled, completing, and taking the exam for each course
  • The percentage of examinees receiving a score of ≥ 3 on the AP exam.
Louisiana Yes, for accountability. The graduation index of a school is the average number of points earned by cohort members. A graduating member of a high school cohort who earns a high school diploma:
  • Earns a ≥ 3 on an AP exam earns 150 points
  • Passes an AP course, takes the AP exam, but does not score  ≥ 3, earns 110 points
in the calculation of the graduation index for his/her school. A 5-year graduate (any diploma type) and earn a ≥ 3 on an AP exam generate 140 points. To ensure the accuracy of data used to calculate the graduation index, the calculation lags one year behind the collection of the data (data for the Class of 2016 will be used for 2017 accountability calculations).

In addition, the department of education's standardized data collection and analysis system may, but is not required to regularly collect, the number of students in AP classes.
Maine No
Maryland Yes, for accountability and reporting.

Reporting: Accountability reports for districts and schools include participation in AP, SAT, ACT, and PSAT exams. AP data include, for all AP subject and disaggregated for English, math, science and social studies:
  • Student count in AP course
  • Student count in AP exam
  • AP exams per student
  • Mean grade per exam
  • # of exams with students scoring 3-5
  • % of exams with students scoring 3-5.
Massachusetts No
Michigan Yes, for annual accreditation report. If a district board wants all of its schools to be accredited, the board must prepare and submit to the state board an annual education report that includes, among other indicators: 
  • The number of college level equivalent courses offered to students in the school, in the district, and in consortia or cooperative programs available to school district students
  • The number and percentage of student in the school enrolled in at least 1 college level equivalent course during the immediately preceding school year, disaggregated by grade level
  • The number and percentage of students enrolled in a college level equivalent course who took a college level equivalent credit exam
  • The number and percentage of students achieving a score on a college level equivalent credit exam that is at or above the level recommended by the testing service for college credit.
The accreditation report must also include a comparison of these data with data from the immediately preceding school year.
Minnesota Yes, for reporting. Accountability reports must include a rigorous coursework measure indicating the number and percentage of high school graduates in the most recent school year who successfully completed one or more AP courses.

In addition, the commissioner must annually submit the following information on rigorous course taking, disaggregated by student subgroup, school district, and postsecondary institution, to the education committees of the legislature:
  • The number of pupils enrolled in AP courses in each school district
  • The number of teachers in each district attending College Board training programs 
  • The number of teachers in each district participating in support programs
  • Recent trends in the field of AP programs
  • Expenditures related to AP courses and programs
  • Other recommendations for AP programs in the state.
Mississippi Yes, for accountability and reporting. Accountability: Beginning in the 2015-16 school year, high schools will have an Acceleration component in their calculations. The Acceleration component refers to the percentage of students taking and passing the assessment associated with the accelerated courses such as AP, IB, Advanced International Certificate of Education (AICE), or state board-approved industry certification courses. For AP courses, the student must score  3 on the AP exam.

The Acceleration component will consist of a Participation and a Performance component. These 2 components will be combined for one score worth 50 points and phased in on the following sliding scale:
  • Year 1 (2015-2016): (Participation-70%/Performance-30%) ÷ 2
  • Year 2 (2016-2017): (Participation-60%/Performance-40%) ÷ 2
  • Year 3 (2017-2018) and beyond: (Participation-50%/Performance-50%) ÷ 2
Students participating in multiple accelerated courses during the same school year will be given additional weighting in the numerator:
• 2 courses: 1.1
• 3 courses: 1.2
• 4 courses: 1.3
• 5 courses: 1.4

Reporting: Under the Children First Act, districts must report the number of students enrolled in AP courses.
Missouri Yes, for accountability. The department of elementary and secondary education must have a scoring rubric for AP courses as part of the Missouri school improvement program (MSIP). Specifically, there are 5 areas of performance standards for K-12 districts, including college and career readiness. One of the 6 metrics demonstrating the district provides adequate postsecondary preparation for all students is the percent of graduates who earned a qualifying score or grade on an AP, IB, or Technical Skills Attainment (TSA) assessment and/or receive college credit or a qualifying grade through early college, dual enrollment, or approved dual credit courses meets or exceeds the state standard or demonstrates required improvement.

The rubric, which must recognize the difficulty of providing such courses in rural districts, must take into account population density in districts and localized teacher shortages in academic specializations, and differentially reward districts for accomplishing delivery of such courses through electronic media under such circumstances.

Regulation governing the Missouri school improvement program establishes metrics for college and career readiness, including the percent of graduates who earned a qualifying score on an AP exam meets or exceeds the state standard or demonstrates required improvement.
Montana No. However, statute directs the superintendent of public instruction to gather, maintain, and distribute longitudinal, actionable data on student-level AP exams.
Nebraska No
Nevada Yes, for accountability. Nevada's "College and Career Readiness" indicator ranks high schools on a scale from 0 to 4 points based on several indicators, including the percent of students passing AP courses. 
New Hampshire Yes, for reporting. Districts must annually report to the department of education the number of graduating students participating in AP programs. Data must be disaggregated as required by federal law. 
New Jersey Yes, for reporting. School and district accountability report cards include :
  • Percent of students completing ≥ 1 AP exam in English, math, science or social studies
  • Percent of AP exam scores ≥ 3 in English, math, science or social studies.
New Mexico Yes, for accountability. All high schools are graded on college readiness academic indicators that include AP scores. In addition, as part of the annual budget approval process, the department must ensure that a local school board or governing body of a charter school is prioritizing resources of a public school rated D or F toward proven programs and methods linked to improved student achievement until the public school earns a grade of C or better for two consecutive school years.To determine the prioritization of resources of a public school rated D or F, the department must examine any combination of specified factors, including any district or PED data related to AP courses or scores.

In addition, a public post-secondary educational institution, upon request from a New Mexico public high school or district superintendent, must provide a report of students who enroll in the institution within three years of (1) high school graduation; (2) leaving that high school without enrolling in another high school; or (3) earning a high school equivalency credential. The report must indicate Advanced Placement by subject and total credits earned.
New York No
North Carolina Yes, for reporting. School report cards must include AP course participation and AP exam participation and performance.

In addition, while not an accountability reporting metric, the state board of education must report annually to the Joint Legislative Education Oversight Committee on advanced courses (AP and IB) in North Carolina. The report must include:
  • The North Carolina Advanced Placement Partnership's report to the Department of Public Instruction and the state board's assessment of that report
  • Number of students enrolled in advanced courses and participating in advanced course exams, including demographic information by gender, race, and free and reduced-price lunch status
  • Student performance on advanced course examinations, including information by course, local school administrative unit, and school
  • Number of students participating in 10th grade PSAT/NMSQT testing
  • Number of teachers attending summer institutes offered by the North Carolina Advanced Placement Partnership
  • Distribution of funding appropriated for advanced course testing fees and professional development by local school administrative unit and school
  • Status and efforts of the North Carolina Advanced Placement Partnership
  • Other trends in advanced courses and exams.
North Dakota No
Ohio Yes, for accountability and reporting. Accountability: District and school report cards include a graded component known as Prepared for Success. Schools or districts earn one point for each student who meets one or more of the following criteria:
  • Achieves a remediation-free score on all parts of the ACT or SAT
  • Earns an industry-recognized credential from the state board's list of acceptable industry-recognized credentials
  • Receives an honors diploma.
A school or district earns an additional .3 point, for a maximum of 1.3 points per student, for each student who, in addition to meeting one or more of the above criteria, also meets one or more of the following criteria: 
  • Earns a ≥ 3 on an AP exam
  • Earns a ≥ 4 on an IB exam
  • Earns ≥ 3 or more non-remediation credits through College Credit Plus.
The department must assign an A - F letter grade for the prepared for success component using specified performance benchmarks (spans of points, i.e., “A” for scores  ≥ 85%. Increasingly higher scores are required to earn each letter grade in 2017-2017 and 2017-2018.

Reporting: School and district accountability reports must include the percentage of students enrolled in a district or building participating in AP classes, and the percentage of those students who received a score of ≥ 3 on AP exams. 
Oklahoma Yes, for accountability. In calculating a high school's A - F grade, a school may receive one bonus point for meeting the criteria for an “A” for performance or participation of students in AP courses or other enumerated advanced academic or CTE courses. Specifically, the criteria for earning an “A” for participation or performance in advanced coursework aer met if the school achieves either a student participation rate of ≥ 70% in accelerated coursework (student passes AP or other advanced course), or a student performance rate of ≥ 90% in accelerated coursework (in case of AP, student enrolled in course, earns "C" or higher, and earns ≥ on AP exam). A school earns credit for every course in which a student demonstrates the required level of performance.

In addition, while not a metric for high school accountability reporting, the state department of education must annually report to the governor and house and senate education committees on the Advanced Placement Incentive Program for the previous school year. The report must include: 
  • The number of students taking an AP exam and the number of exams taken
  • The number of exams receivinh a ≥ 3 score
  • The number of school sites that received funding and the amount of awards, by type of award
  • The number of school sites offering AP courses and the number of school sites with students taking an AP exam
  • The number of students receiving test assistance and the average amount of assistance
  • An evaluation of the cost versus the benefits of this program.
Oregon No. However, each school district must annually report to the department of education the types of accelerated college credit programs offered, including AP.
Pennsylvania Yes, for reporting. High school accountability reports include the number of AP courses offered.
Rhode Island Yes. The department must issue a report to the general assembly on the AP teacher training program that includes:
  • The number of students taking AP courses at school entities in each of the 4 core academic areas of English, math, science, and social studies
  • The number of students scoring a 3 or higher on an AP exam at school entities in each of the 4 core academic areas.
  • The remaining unmet need for trained teachers in school entities that do not offer AP courses.
In addition, any school district offering AP courses must publish on the district website the names of the AP courses being offered.
South Carolina No
South Dakota No
Tennessee Yes, for reporting. The commissioner of education must publish an annual report that includes:
  • A list of the AP courses offered in each LEA
  • A list of the AP courses offered in each of the LEA's schools that serve grades in which AP courses could be taken
  • The number of students taking AP courses
  • The percentage of students scoring 3 or above on AP exams, by LEA and by school.
Texas Yes, for accountability and reporting. Accountability: Performance indicators for high schools must include the percentage of students who have completed an AP course.

Reporting: Texas Performance Reporting System (TPRS) postsecondary readiness indicators include, among others:
  • Advanced/Dual Credit Course Completion
  •  AP/IB course participation
  • AP/IB performance.
In addition, the commissioner must establish in rule an academic distinction designation for districts and campuses for outstanding performance in attainment of postsecondary readiness. The commissioner must adopt criteria for the designation, including percentages of students who earned an AP exam score to be awarded college credit.
Utah Yes, for reporting. School and district accountability reports must include: 
  • The number of students taking AP courses
  • The number and percent of students taking a specific AP course who take AP tests
  • The number and percent of AP test-takers passing the AP test
Vermont No
Virginia Yes, for reporting. School accountability reports must include percentage of students who take AP courses and percentage of students who take AP tests.
Washington Yes, for accountability and reporting. Accountability: The "Career and College Readiness" performance indicator includes the percent of students earning high school credit in a dual credit program or earning a state or nationally recognized industry certification for all students group and targeted subgroups. "Dual credit" is defined to include AP, IB, Running Start, College in the High School, Tech Prep, and other courses intended to give students advanced credit toward career pathways or degrees. 

Reporting: Accountability report cards indicate the rates at which students earn college credit through a dual credit course, including by earning a score of ≥ 3 on an AP exam.

The office of the superintendent of public instruction must also annually report to the education and higher education committees of the legislature on student participation rates and academic performance in dual credit programs, including AP.
West Virginia Yes, for accountability. School accountability reports must include:
  • Percentages of 10th-12th graders who took an AP course
  • Percentages of 10th-12th graders who took an AP exam
  • Percentage of 12th graders who earned ≥ 3 on an AP exam.
Data will be reported for comparison at the school level with county, state, regional, and national data.
Wisconsin Yes, for reporting. School and district accountability reports must include percentage of students participating in AP courses.
Wyoming No

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